Workshops: Ideas and tools for your teaching | October 23rd 2025

Why this workshop?

Generative AI tools like ChatGPT and similar systems are rapidly transforming the landscape of higher education assessment and examinations. While they open exciting possibilities for learning support, they also challenge the formulation of our current exam questions and formats. Many existing questions—once thought to reliably measure knowledge and skills—are now easily answered by AI, potentially undermining academic integrity and distorting intended learning outcomes.

This workshop is for educators at KU SCIENCE that want to assess, reflect, discuss with peers and make changes that will increase the robustness of existing exam questions—designing assessments that not only survive in the current climate but also encouraging deeper learning and authentic demonstration of student understanding.

What will you gain?

• Understand the implications of generative AI on assessment validity and integrity.
• Identify which question types and formats are most vulnerable to AI-generated responses.
• Evaluate your current exam practices through the lens of AI influence.
• Design and revise exam questions to promote higher-order thinking and meta-cognitive skills.
• Collaborate with peers to create adaptable, discipline-specific templates for resilient assessments.
• Leave with a tested set of practical guidelines and ready-to-use question examples tailored to your teaching context.

Teachers

Rasmus Fløe Mølbak and Dale James Foley, consultants Education Frederiksberg+

Feedback is consistently identified as a key need in KU student surveys, with students frequently requesting more of it. How can we as teachers identify what kind of feedback they are requesting? And how can we meet this need without adding more work to our already busy teaching schedules?

In this workshop, we will examine research findings on feedback and collectively investigate how to support meaningful feedback encounters for learning. We will revisit our common practices and hopefully enhance our feedback design for learning. We will work within the framework of formal, elicited, and incidental feedback concepts. We will explore feedback as something beyond mere information transfer - examining it as a social, emotional, and contextual process using concepts such as high-low control and high-low self-exposure, considering how we can provide students with pathways to support their motivation and learning.

What you will gain:

• Understanding of feedback as more than information exchange
• Consideration of social, emotional, and contextual aspects when engaging in feedback
• Skills to design feedback loops and enable students to become feedback literate

Teacher

Lotte Ebsen Sjøstedt, Teaching Associate Professor, IND